by Dan Brooks,
2008-09 MASA President
and Superintendent, Sauk Centre Schools
This is a story about four people named Everybody,
Somebody, Anybody, and Nobody. There was an
important job to be done and Everybody was asked to do
it. Everybody was sure Somebody would do it. Anybody
could have done it, but Nobody did it. Somebody got angry
about that, because it was Everybody’s job. Everybody
thought Anybody could do it but Nobody realized that
Everybody wouldn’t do it. It ended up that Everybody
blamed Somebody when Nobody did what Anybody could
have done!
During the final days of the regular session I contemplated
the happenings, or lack there of, in St. Paul. I was
reminded of the above story, which certainly seems to sum
up the legislative process. There was a time when public
education was a much less partisan animal and our kids
and state were the better for it. Most certainly the work of
public education is an important job.
The needs of public education, our kids, and the future
of our great state have been relegated to a lesser priority
because “Nobody” is willing to have the courage to tell
“Everybody” what “Anybody” ought to know. The fact is
we have a revenue problem in our state and “Somebody”
needs to pay more!
The problem is exacerbated in that “Somebody” seems to
be willing to seriously mortgage the future, while ignoring
significant additional investment in infrastructure and
the essential services of state government. Upon reading
Minnesota’s Constitution, “Nobody” should be able to
argue with the fact that public education needs to remain
at the top of the list. I relish the idea of increased taxes
no more than any of you. However, “Everybody” can’t
simply keep ignoring the problem so “Somebody” can get
reelected!
Reflecting upon this past year I am most thankful that

our Association continues to
become reinvigorated and engaged
in the work of advocating with
“Everybody” and encouraging
“Somebody” to do good things
for all kids. Our Regions are as
strong as they have been in many
years. Our participation in our
various committees is as high as I
can remember for the past 26 years.
Our efforts with weekly visits to
Dan Brooks
the Capitol are being noticed. Our
effort to impact the reauthorization of
ESEA/NCLB has been noted by the State’s congressional
delegation.
Our good friend Gary Amoroso will lead us this next year.
Here’s hoping he can continue to advance the good work
of our Association and that “Somebody,” “Anybody” and
maybe even “Everybody” will truly come to believe the
education of our state’s children needs to be our most
important legacy.
Advocating for and adequately funding public education is
“Everybody’s” job!
Thank you for allowing me to serve as the President of this
great organization. •

MASA: Connecting With Members
by Charlie Kyte,
MASA Executive Director

Every association has several
major goals. At MASA, serving
the needs of our members is one
of our highest priorities. While
it is very important to be a strong
voice and advocate for public
education, serving our members
is our number one priority.
The MASA Board of Directors
met recently and serving the
Charlie Kyte
needs of our members was one of
their priority discussions. It is important that we understand
how members want to become active, what services they
need, and how they best go about accessing them.
There is also a succession of generations within the
membership of MASA. Our middle-aged and older
members are all Boomers who learn, lead, and think in a
somewhat similar pattern. Our newer and younger members
are Gen-Xers - they learn and lead in a pattern that is
somewhat different than Boomers.
Of course generations just don’t change instantly overnight.
There is a blending within our membership that participated
in the Boomer era and the beginning of the Gen-X era. This
is a slow change and of course not everyone acts and reacts
in the same ways.
There are a couple of larger differences that we should all be

aware of.

1. Like Boomer parents, Boomer education leaders tend
to put greater faith in institutions. Thus, they are
more resistant to choices and change when it comes
to public education. Gen-Xers, on the other hand,
grew up hearing about the problems of schools, real
or imagined, and are quicker to embrace significant
changes. Thus, it may not be surprising that many
of our newer members are thinking actively about
alternative ways of educating children such as online
learning, charter schools, etc. These are ideas that
don’t necessarily click in synch with the mature
Boomer’s mind.

2. Boomers tend to get their information by more
traditional means. They like things in writing although
they adapted very well to the use of email. On the
other hand, Gen-Xers are more comfortable with more
advanced electronic forms of communication. They
embrace the idea of audio and video broadcasts and
emerging social networking sites and are comfortable
getting much of their information in electronic form.
Thus, for associations, we have to understand our members,
understand the ways in which they learn, and understand the
ways in which they care to participate. Associations have
to adapt, being able to provide information for members in
many different forms and through differing mechanisms.
Here at MASA we strive to meet the needs of our members
no matter where they are coming from or what their styles
may be.
•

Understanding the Mindset of Students
and Their Parents: A Challenge for School Leaders
by Charles Kyte
Executive Director, MASA

There will always be plenty of local issues in school districts
and the tide of opinion will ebb and flow. However, there
is another larger set of changes taking place in front of us
as we have shifted from educating the Generation-X to the
Millennial Generation. Now we will begin to see the first of
the Homeland Generation entering our schools.
Each generation of students is being raised by the past
generation of parents to the Boomers. Thus, the Millenials,
who are in our schools right now, are being raised by Gen-X
parents.
It is important to understand the hopes and desires of these
students as well as the opinions of their parents if you are
to have a strong connection with both as you lead your
schools. As an example, when Gen-Xers were students they

were brought up at a time when there was great doubt about
the value of the public schools of America. They have now
internalized that as adults. Thus, it does not bother a good
Gen-X parent to be very demanding of their school system,
be doubtful about the quality of the system, and to be very
willing to look at other choices when they are looking for an
education for their child.
Another characteristic of Generation-X parents is that
many were difficult children, but are now excellent and
caring parents. We sometimes describe some of them
as “helicopter” parents who hover over and watch their
children very closely.
The Millennial children are in a generational cycle that
indicates that they may well be much like The Greatest
Generation which really had to step up in defense of our
country. They had to be positive young people, hear
Understanding the Mindset ... Continued on Page 3

The Leaders Forum is
your newsletter and we
welcome your input.
Please send your ideas or
articles to Mary Law at
mrlaw@mnasa.org.

Have
an
enjoyable
and
relaxing
summer!
~ From the
Staff at
MASA

Understanding the Mindset
... Continued from Page 2

positive messages, and then were expected to do great
things. Remember that The Greatest Generation both fought
a World War and literally put their shoulder to the wheel to
build America during the 50’s and 60’s.
Another issue for school leaders is to come to an
understanding of the way in which boys learn in school,
which is significantly different than how girls learn. There
is a good book titled "Winning Back the Boys" that helps
education leaders understand the differences and the way
that we should better structure schools so that boys can be
able learners.
Understanding the succession of generations and the
difference between how young men and young women
approach learning are important nuances for educational
leaders to understand. Decisions then need to be made
about how to communicate with parents, how to structure
programs and activities for our children and how to create
appropriate curriculums and delivery approaches so all of
our children can be successful. •

Are You Moving?

Now is the time of year when many of our
members are on the move! Help us keep
track of you (and therefore keep your MASA
benefits and services coming to you!). Just
give Deb a call (651/645-6272 or 866/4445251), fax her a note (651/645-7518), or
email her at members@mnasa.org and she
will update your records. Also, if you have
new colleagues in your area who are not
MASA members, let us know and we will send
membership information to them. •

Be sure to mark your calendars for the
2009 Curriculum Leaders of
Minnesota Fall Conference,
November 18-20, 2009 Cragun's Resort, Brainerd.
Plan to attend the third annual

When Parents Say "No": How School Districts Should
Respond to Parents Who Withdraw Consent for Special
Education Evaluation and Services
by Chuck Long
Attorney
Kennedy & Graven, Chartered

The recent amendments to the
Individuals with Disabilities
Education Act (“IDEA”) allowing
parents to unilaterally withdraw a
child from special education services
represent a radical departure from the
long-held mantra that the “right to
FAPE belongs to the child.” With this
Chuck Long
change, the right to FAPE now clearly
rests with the parents. Neither school districts nor the courts
may challenge or overrule the parents’ decision.
To date, the reaction has been mixed. The amendment’s
supporters point out that school districts no longer have
to pursue litigation to keep students in service, discipline
is more consistent in the absence of manifestation
determinations, and funds can be redirected. On the other
hand, the Act’s detractors argue that the amendment denies
services to those in need, students who are exited from
services may struggle academically and/or behaviorally in
the general education environment and lose instructional
time that can never be replaced, and as a result, graduation
rates will fall and drop outs will increase.
How this amendment will actually impact students
and the schools that serve them will not be known for
years. Regardless of whether one favors or opposes the
amendment, it is the law and school districts need to ensure
that proper procedures and safeguards are in place.
The new law states that any time after the initial provision
of special education parents may withdraw their child from
services. Other than that the withdrawal be in writing,
the IDEA does not impose any additional requirements or
criteria on the parents. The withdrawal may be for any
reason and may be made at any time.
If the parents withdraw consent, the school district may
not continue servicing the child. In other words, there is
no “stay put” placement while the issue is disputed. The
school district must provide prior written notice stating
that services will be ended. The notice must conform to
the federal regulations and specify the action being taken,
the reasons for the action, and the other options that were
considered and why they were rejected. School districts
must provide this notice regardless of whether they favor the
parents’ decision. Thus, a school district may find itself in
the seemingly anomalous position of seeking consent for an
action it does not support.

Under the IDEA, “consent” means that parents have been
fully informed of all information relevant to the activity
and understand and agree in writing to the carrying out of
the activity for which their consent is sought. When the
activity is the cessation of all special education services, it
becomes even more imperative that school districts ensure
that parents are fully informed. The IDEA specifies that the
parents’ revocation is not retroactive. The withdrawal does
not negate the prior actions of identification, evaluation,
placement and provision of FAPE for which consent
was received and does not require the school district to
destroy, amend or remove the student’s special education
records. The act also states that following a withdrawal
from services, the school district is not required to hold
further IEP meetings, need not develop new IEPs and will
not otherwise be in violation of its obligation to provide the
student with a free, appropriate public education.
The withdrawal of a disabled student from services has
other consequences that might not be as readily apparent.
For example, the student will be subject to the application
of the school discipline policy, including expulsion. The
student will no longer have the protections a manifestation
determination may afford. The student will be a general
education student for purposes of state-wide testing. The
student will need to satisfy the school district’s class and
credit requirements in order to graduate. Formal classroom
accommodations or modifications will no longer apply.
The student may have to change schools if the building of
attendance was determined through the IEP team process.
Because the IDEA does not address these points, school
districts should be sure to bring them to the parents’
attention. In fact, some districts have created a special form
delineating these potentially unforeseen consequences.
Once parents decide to end a child’s special education
services, there is little under the IDEA the school district can
do to prevent it. The amendments strictly prohibit school
districts from using due process procedures, including
mediation and a hearing, to obtain an order that would allow
them to keep the student in special education.
This does not mean, however, that a school district cannot
voice its concerns. If a school district truly disagrees with
the parents’ decision, it should make considerable efforts
to indicate its position when appropriate and document
such efforts. It should ensure that the parent knows how
to access parent advocacy/support groups that can further
explain the implications of the parent’s decision. Finally,
it should confirm that its parental rights brochure and other
forms have been updated to properly account for these new
amendments. •

As of the middle of May there
were still deep divisions regarding
tax policy in the state. The
governor wanted no new taxes.
The legislature was willing to
raise revenues in order to pay
for some of the programs funded
by the state. However, within
the legislature, there were deep
Charles Kyte
divisions in philosophy over tax
policy between the House and
Senate. Even within the Senate there were deep divisions
within the DFL Caucus about how to approach tax policy.
Thus, producing revenues for the programs in the state of
Minnesota was complex at multiple levels.
In the end the funding for Minnesota’s K-12 schools came
out at 0% and 0% changes over the next two years. There
was no formal aid or tax recognition shift approved. Rather,
this will be accomplished by the governor either delaying or
suspending K-12 education aid (not property taxes). Also, we

weren't surprised to see some specific unallotments of certain
categorical funds as the state revenue shortfall got worse.
Another issue is how to interpret the rules regarding the
federal stimulus money. During the session it was a
complicated task of figuring out how much federal-state
stabilization money should be awarded to higher education
or K-12 education and how it needs to be divided between
the next two years so that it meets compliance with federal
regulations.
Now that the State has used the unallotment process, its share
of federal-state stabilization funds could be jeopardized if
“maintenance of effort” guidelines imposed on the state are
not met. School superintendents and their managers of Title
I and special education have to come to an understanding
of the rules regarding the IDEA federal stimulus money and
the Title I stimulus money. As usual with federal dollars,
especially when they are new to a state, the messages tend
to be quite garbled with different versions coming from
US Congressional offices, others coming from the US
Department of Education and sometimes a third set as they
are interpreted at the state level. All this is enough to give
any MASA member a severe headache. •

Building High-Impact Board-Superintendent
Partnerships: A Precious But Fragile Bond
by Doug Eadie
President & CEO
Doug Eadie & Company

Early in my 25-year career, I learned
that at the very top of the list of
factors that influence the educational
and administrative performance
of every school district is that
most precious but always-fragile
Doug Eadie
professional marriage between the
school board and its chief executive
officer, the superintendent. Have no doubt: certain
leadership outcomes that are critical to your system’s
ultimate success depend on these two partners working
closely together as a “Strategic Leadership Team” – for
example, a clear vision for the future, long-term educational
goals, targets for significant innovation, operating
priorities, the rational allocation of financial resources, the
management of relationships with key stakeholders such as
state and local government departments, to name but a few.
TREMENDOUS COSTS
On the flip side, when this precious bond is allowed to
loosen, or to become badly frayed, your school system
is in for real trouble if steps aren’t taken to shore up the
partnership. All too often over the years, I’ve seen what
appear to be minor irritations rapidly turn into chasms that
can’t be bridged and that exact a terrible price. The signs
of a troubled “marriage” might seem petty at first. For
example, the board begins to question the superintendent at
length on relatively minor administrative actions and maybe
even tables what were once routine matters for consideration
at the next meeting.
Experience has taught me that no matter how petty
the relationship problems appear at first, if they aren’t
addressed early on, the deterioration can be rapid, inevitably
causing lots of pain and suffering and often ending in
divorce. A final parting of the ways inevitably means the
superintendent moves on to other challenges; so far as I
know, no school board in human history has ever fired itself
for relationship problems with its superintendent. Keep
in mind that the cost of a ruptured board-superintendent
partnership can be awesome: educational performance
shortfalls that aren’t remedied; strategic innovation
opportunities that are missed; a tarnished public image
and decline in public support; deteriorating administrative
and faculty morale; and, of course, the cost of recruiting a
new superintendent. What can you do to keep the board-

superintendent partnership healthy, thereby reaping the
benefits and avoiding the costs?
THE SUPERINTENDENT’S ROLE
First and foremost, the superintendent must accept primary
responsibility for building and maintaining a strong,
positive working partnership with the school board. Keep
in mind that your board members are part-time volunteers
who are modestly paid, if at all, and whose lives are lived
largely outside the board. It just wouldn’t make sense to
expect them to take the lead in managing the partnership.
Your superintendent can take some practical steps to
ensure success in carrying out this responsibility. As a
start, the superintendent must bring a positive attitude to
the relationship building task, seeing his or her board as a
precious asset and vital partner, rather than as a damagecontrol challenge. Too many superintendents I have met
over the years have started with a negative viewpoint that
makes success well nigh impossible. “Boards are apt to
meddle and micromanage if they’re not closely watched and
controlled,” they say to themselves, “and my major job is to
make sure that they stay in their place and out of trouble.”
If a superintendent approaches his or her board with this
attitude, divorce is highly likely somewhere down the pike.
Armed with a positive attitude, your superintendent can also
make governance – the work of the school board – a high
priority, becoming a real expert in this rapidly developing
field and devoting significant time to thinking about ways
to help the board strengthen its governing performance. If
a superintendent doesn’t understand the work of governing
in detail and doesn’t help the board become more proficient
at governing, board member frustration and irritation will
inevitably erode the board-superintendent partnership. For
example, there is virtually universal agreement that highperforming school boards play a leading, creative role in
strategic decision-making, rather than merely sitting back
and reading staff or consultant-prepared plans. But the
likelihood of your school board developing a strong role in
strategic planning on its own is nil; the superintendent must
take the lead in designing the planning structure and process
that will make a creative board role possible.
In addition to viewing their boards in a positive light and
helping them develop strong governing roles, “board-savvy”
superintendents also never forget that boards are above
all else PEOPLE, and they, therefore, pay attention to the
psychological dimension of relationship building. For
example, whenever possible, these superintendents find
Building High-Impact ... Continued on Page 9

Building High-Impact ...
Continued from Page 8
ways to strengthen board members’ feelings of ownership
– hence, strengthening their commitment – by involving
them in generating directions, rather than merely reviewing
finished documentation. This is why board-staff retreats
have become so popular. These savvy superintendents also
look for every opportunity to provide their board members
with ego satisfaction, making sure that they receive credit
in the media for system accomplishments and that they are
given opportunities to appear in public forums.
AND IN RETURN
Of course, good relationships involve reciprocal obligations,
and a school board can make three key contributions to
its relationship with its superintendent: (1) to focus on
playing a high-level governing role, rather than getting
bogged down in administrative details; (2) to make a
firm commitment to strengthening governing skills; and
(3) to treat the superintendent as a colleague and partner
deserving respect, rather than as an adversary. Playing a
truly productive role in governing a school system depends
on your board’s taking responsibility for leading a large and
complex public corporation, rather than merely representing
the views of particular constituencies.
Doug Eadie is president & CEO of Doug Eadie & Company, a firm
specializing in building strong board-superintendent partnerships.
You can reach Doug at doug@dougeadie.com or 800.209.7652.

Check out Doug’s newest
books from Governance Edge

“Building a Rock-Solid Partnership
With Your Board”
Drawing on his work with hundreds of nonprofit
and public organizations of every size and
purpose, governance expert Doug Eadie
describes how board-savvy CEOs effectively
manage the human dimension of the board-CEO
relationship. Using real-world case examples,
leaders who want their nonprofit organizations to
thrive in challenging times will learn how to keep
their relationship with their boards close,
productive and enduring.
The perfect
companion volume to Doug’s Meeting the
Governing Challenge, this new book provides
tested, practical guidance that you can put to
work today in helping to manage the
emotional/psychological dimension of the CEOboard relationship. (pub.2008)

“Meeting the Governing Challenge”

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Based on Doug’s work with nearly 500 nonprofit
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partnership. In this book, Doug describes the
five key elements of his High Impact
Governing Model, providing the detailed, nuts
and bolts guidance to transform your board into
a higher-impact governing body. A powerful
resource, this is a must read for nonprofit and
public leaders. (pub. 2007)
These Governance Edge publications can be
ordered through the Doug Eadie & Company
website (DougEadie.com). As a member of the
Minnesota
Association
of
School
Administrators you will receive a 20% discount
on all Governance Edge products by entering
the discount code of {DougEadie}. For ordering
inquiries, please contact Angela Ashe at
angela@DougEadie.com or by phone at (727)
786-6908.

Use the equity you have built in your
home to:
• Pay oﬀ bills and credit cards
• Cover educa�on expenses
• Complete home improvements
• Restructure your monthly cash ﬂow
• Do whatever you need!
Get a tax break too! When you borrow against your
home’s equity, you’re using funds that have poten�al tax
beneﬁts*. It’s a smart choice.
UECU is a proud MASA Business Partner. All MASA
members and their families are eligible to join!
For more information about UECU, call us at
800-229-2848 or visit us online at www.uecu.coop today!
*Check with your tax advisor about potential tax benefits.

What does a school
district do to find
great staff?
Minnesota Schools Jobsite
Online is an effective,
inexpensive way for school
districts to advertise job
openings on the internet.
Districts can post unlimited
vacancies, for all levels of
positions, for a small annual
fee. People looking for
positions can browse those
jobs at no cost.

The Jobsite's applicant site streamlines the hiring process for
both school districts and applicants. Applicants for licensed
positions complete an online screening form that member
districts can use to electronically screen applicants according to
their own criteria.
Applicants may post their credentials (transcripts, license,
letters of recommendation, etc.) to the site.
For most school districts, the annual subscription cost is less
than the cost of advertising just one position in the newspaper.
And the jobsite postings and applications are available 24 hours
a day, 365 days a year. Rates are determined according to
district size.
Jobsite Online is a service of the
:”
e “net Minnesota Association of School Administrators
h
t
n
us o
1884 Como Avenue • Saint Paul, MN 55108
Visit nasa.org
Voice: 651/645-6272 • Fax: 651/645-7518
www.m
http://www.mnasa.org • members@mnasa.org

Congratulations to the following
candidates who have been elected to
MASA leadership positions. Newly
elected leaders participated in a
planning session with the full MASA
Board of Directors this month.
MASA appreciates these leaders
for their commitment to MASA and
Minnesota education and offers them
thanks and best wishes as they begin
their terms of service.

Are you new in your position? Register today for
the Great Start Workshops, sponsored by Springsted
Incorporated. Registration materials can be found on
the MASA website at http://www.mnasa.org
------------

Beginning a Fresh Start --

Are you a mid-career administrator? Register for the
Fresh Start Workshop series, sponsored by ATS&R.
Registration Materials can be found on the MASA website
at http://www.mnasa.org

It all began last November when a group of 8
superintendents from southwest Minnesota got together to
discuss how they could work together better. After talking
about what kinds of structural things they could do to better
coordinate sharing services, Post-Secondary Educational
Opportunities (PSEO) with colleges, and improve student
achievement, the conversation led to a realization that a
common calendar would be a great way to facilitate wide
scale multi-district coordination.
Together, they spearheaded an initiative to address and
go beyond the delayed Labor Day start restrictions set by
the Minnesota Legislature. They formulated a Flexible
Learning Year Program request that proposed that the school
start of approximately 20 school districts in southwest
Minnesota move up to August 24, 2009. Minnesota
Rule 3500.1000 allows the option to request that the
Commissioner of Education grant permission to implement
such a program.
In their proposal to the Commissioner, the school leaders
outlined the benefits of this new calendar design, arguing
it would accomplish the following: improved instructional
quality, increased cost effectiveness, and a better use
of community resources. In support of their case, they
argued that the program would complement current
education programs, accelerate regional planning and
resource management, support efforts to prepare students
for achievement, and enhance regional educational
opportunities (outlined below).
Complement Current Educational Programs: The new
calendar would allow participating districts to coordinate
activities more efficiently for MSHSL competitions.
Because MSHSL rules require students to participate
in practice two weeks before the first contest for fall
sports (with start dates as early at August 17th), these
activities could be better coordinated, and therefore event
participation and attendance will increase and extracurricular/athletic funds would receive a much needed
revenue boost. Other programs that will benefit include, but
are not limited to: summer school, FFA activities, special
clinics and camps, and special education programs.
Accelerate Regional Planning and Resource
Management: Creative regional initiatives would be
formed (such as shared staff, coordinated staff development,
and an increased ability to create common school days and

schedule common activities) through a coordinated calendar
that would also save funds and increase revenue with no
foreseeable negative fiscal impact on the state education
budget.
Support Effort to Prepare Students for Achievement:
The new calendar will enable schools to maximize the “high
impact instructional time” at the start of the school year,
when students have higher motivational and performance
levels. The additional 7-10 days of high impact
instructional time will help teachers and administrators
prepare students for state tests and critical ACT and AP
exams. It also lays groundwork for the extended 190-200
student contact day schedule that may be lengthened from
the current ~175 student contact day model.
Enhance Regional Educational Opportunities: High
school students participating in post-secondary opportunities
are best served if the K-12 district calendar is more closely
aligned with the start dates of area community colleges,
state and private post-secondary institutions.
Because some schools found the notice too short for them to
start this coming fall with the new calendar, if approved by
the Commissioner, 11 school districts will move ahead with
their joint calendar for next year. However, 14 additional
school districts will be on board for the second year of the
calendar. The joint application submitted during the week
of May 25th awaits comment and approval in the coming
weeks. •

Have you renewed
your membership?
Membership materials have been mailed.
For more information or additional
membership materials, contact the
MASA office at (651/645-6272 / 866-444-5251
or members@mnasa.org) or visit our
web site at (www.mnasa.org).
Quality Conferences
Network of Your Colleagues
Skill Development Workshops
Publications
State and National Legislative Advocacy
Legal Consultation and Much More!

MASA Staff Profile: Stephanie Kastanos
Job Title: Associate - Accounting and Events
How long have you been with MASA: This is my 14th year at MASA.
Tell us about your loved ones (spouse, significant other, children): I
have a husband, Tony, and two daughters, Tiana (5) and Victoria (2),
and a 9 year old Bulldog named Cleo.
What do you most like most about working for MASA: I like the fact that we all do multiple
jobs, we're not doing the same thing everyday, it keeps things interesting.
Favorite Memory of Working at MASA: Because I've been here so long, I started my career
at MASA at the same time as many of our members were starting their careers. It's been
great getting to know people over the years and watching where members' careers take
them.
I also have many not so favorite, but funny, memories about being across the street from the
State Fair for 14 years.
One thing you would like the members of MASA to know about you: I have been teaching
dance, and involved in running a dance studio for many years.

Key Message: Tests that have the
capacity to measure individual
student progress provide the
most useful information for
improvement. Testing is just one
of several meaningful components
of measuring school and student
success.

The implementation of No Child Left Behind (NCLB) has
given unprecedented attention and power to standardized
tests. It has also caused tests scores to be used in some
ways for which they were not designed: evaluating teachers
and schools and using results to determine future funding.
The results can trigger rewards and penalties for teachers,
schools and districts, without adequate regard for the
student variables that are beyond the influence of schools.
Also, many of the standardized tests provide very little
information about individual student growth and progress.
Standardized tests fall into the following main categories:
Criterion-referenced tests. Criterion-referenced tests
(CRT) compare student performance to a specific set of
criteria. The Minnesota Comprehensive Assessments
(MCA-II), the Minnesota Basic Standards Tests (BST) and
the Graduation Required Assessments for Diploma (GRAD)
are examples of criterion-referenced tests. That means they
are closely aligned to what is taught and may indicate what
and how much is learned.
•

Criterion-referenced tests cover limited areas of
content in-depth.

•

Criterion-referenced tests usually have a specific
level of performance that is considered “passing” or
“proficient.”

•

Criterion-referenced tests measure students more
accurately when they score near the passing score
than when they score well above or well below the
passing score.

•

Criterion-referenced tests are usually not appropriate
for identification of exceptional students (gifted/
talented or Title 1; see previous).

Norm-referenced tests utilize percentile rank as their
main measurement indicator.

•

Norm-referenced tests are not aligned to district
curriculum; they do not identify how much an
individual student has learned.

•

Norm-referenced tests were not designed to judge
instructional quality.

•

Important note: It is possible to define a criterion
score on an NRT (for example, students must score
below the 40th percentile to be eligible for Title 1),
and it is possible for a CRT to have normative scores
(the MCA-II reports percentile ranks each year,
which describe how a student performed relative to
all the other students in the grade for that year.)

Growth–model tests. Growth models are not a test type by
themselves, but rather represent a wide range of approaches
to assessing schools, all of which focus on student progress
over time. There clearly are characteristics of tests that
used to measure growth. An example of a test designed to
measure and report the growth of all students is an adaptive
test such as Northwest Evaluation Association’s Measures
of Academic Progress (NWEA MAP). Adaptive tests match
the difficulty of the questions to the performance of the
student.
Two important characteristics in measuring individual
student growth are:
1. Consecutive tests used to measure growth (pre-test
and post-test) must measure the same content.
2. Consecutive tests need to be valid and reliable,
and they need to have a minimum amount of
measurement error. Most measurement error comes
from a test that is too difficult or too easy for the
student.
“Many educators feel a growth measure is the fairest system
of accountability, because it takes into account the wellknown fact that some schools have high proportions of low
achieving students, and we really need to concern ourselves
with whether schools are earning a year’s worth of growth
Testing for Tomorrow ... Continued on Page 16

in a year’s time.” – Jim Angermeyr, Director of Research
and Evaluation, Bloomington Schools
Standardized tests cost the state of Minnesota millions of
dollars every year. It is important to ensure the those dollars
contribute to the future growth and success of our students.
Schools need to be very thoughtful about what they test,
how they test, and that the testing used provides information
about how our schools can help each individual grow to
their greatest potential. “The perfect test that everyone
wants is one that is useful, delivers results quickly, and gets
a lot of student achievement information in as few questions
as possible.” – Dirk Mattson, Director of Assessment and
Testing, Minnesota Department of Education.
Most educators agree that standardized tests are a useful part
of a comprehensive student and school assessment system,
but they are concerned that many current tests do not assess
or promote a variety of important aspects of teaching and
learning. “When all your time is directed to test preparation,
the students lose out on problem-solving skills, creativity,
multiple methods for learning, outside resources and the
desire to be a life-long learner.” – Minnesota 2020 Principal
Survey, as quoted by the ECM Editorial Board. •
This information was taken from Minnesota 2020, the ECM
Editorial Board and the Minneapolis StarTribune, Jennings and
Corcoran, Phi Delta Kappan, May 2009, and with the assistance
of Jim Angermeyr, director of research and evaluation for
Bloomington Schools.

Congratulations!
Greg Vandal, 2009 MASA Polaris
Leadership Award Recipient
Jay Haugen, 2009 MASA Richard Green
Scholar Recipient
Greg and Jay will be honored at the
2009 MASA Fall Conference. The Polaris
Leadership Award is sponsored by Ehlers
& Associates, Inc. and the Richard Green
Scholar Award
is sponsored by
the Cuningham
Group. Thank you
for your generosity
so that these two
individuals are
recognized for
their educational
leadership!

MASA and MDE present ...

Join us for the

MASA Fall
Conference
Sept 27-29, 2009
DECC, Duluth

Thanks to our major
conference sponsors:

The School District Law Group of
Kennedy & Graven
and
SMART Technologies

Registration Materials will be
emailed and available on the MASA
web site -- http://www.mnasa.org -in early August.

Join us as we welcome Ioannis
N. Miaoulis, President and
Director of the Museum of
Science, Boston as the Keynote
Speaker for the day. Ioannis
is an innovative educator with
a passion for both science
and engineering. He has
championed the introduction
of engineering into the Massachusetts science
and technology public school curriculum which
made Massachusetts the first in the nation in 2001
to develop a K-12 curriculum framework and
assessments for technology/engineering.

Registration Materials have been sent to all
MASA members and are available on the
MASA website at http:/www.mnasa.org -REGISTER TODAY!

See you in Duluth!
Page 16 • Leaders Forum • Minnesota Association of School Administrators

See you August!

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Where do you go for software that’s disciplined when it comes
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Do your homework. Go to the experts at Sunergi.

Join the Minnesota Humanities Center, Normandale Community College, and the
University of Minnesota Department of African American and African Studies for the
exciting two-day workshop, Cultural Competency: Equity and the Future of Black
Education, as we directly address questions about the responsibility of schools and
districts to revolutionize educational approaches.
Scheduled speakers include:
Dr. Roland Fryer, Harvard University
Gloria Ladson-Billings, University of Wisconsin-Madison
Paul Gorski, George Mason University’s New Century College
Scheduled sessions include:
Social Justice and Equity
Does Culture Really Matter?
Competent Schools: Are Districts the Problem?
Race, Class, and Gender in Public Education
The details:
When: Tuesday and Wednesday, Aug. 11-12, 2009
Intended audience: grades k-12 educators and school administrators
Location: Normandale Community College
Fee: $200--group rates are available! Contact Nicole Youngvorst at 651-772-4242 or
nicole@minnesotahumanities.org for more information.

For more information, or to register now, visit
www.minnesotahumanities.org/blackeducation.